Analysis of teacher's written feedback in biology inquiry task with stress on affective connotations

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12410%2F22%3A43905474" target="_blank" >RIV/60076658:12410/22:43905474 - isvavai.cz</a>

Result on the web

<a href="https://www.esera.org/wp-content/uploads/2023/02/CNF21-Complete-eProceedings.pdf" target="_blank" >https://www.esera.org/wp-content/uploads/2023/02/CNF21-Complete-eProceedings.pdf</a>

DOI - Digital Object Identifier

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Result language

angličtina

Original language name

Analysis of teacher's written feedback in biology inquiry task with stress on affective connotations

Original language description

This article focuses on the analysis of written feedback provided by teachers on the student’s solution to a human biology inquiry task during distance teaching in Covid-19 lockdown. The analysis monitored whether the written feedback was formative, contained affective connotations, and an explanation of the evaluation criteria. In total, four classes of students (N = 60) and four teachers from three selected schools participated in this study. Teachers’ feedback was analyzed using the coding tool developed and verified within the ASSIST-ME project. The analysis showed that the teachers tried to make their comments formative, explained the evaluation criteria repeatedly to the students, and justified why the student’s solution is incorrect. The affective connotations were rather exceptional in the feedback provided. Teachers stated that it was difficult to write a comment that was easy to understand for the students and that they would prefer to provide oral feedback where they could clarify everything with the students immediately. Teachers who provided feedback that contained affective connotations also added that they would like to motivate students with these positive comments.

Czech name

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Czech description

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Type

D - Article in proceedings

CEP classification

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OECD FORD branch

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project

<a href="/en/project/TL02000368" target="_blank" >TL02000368: Learning Hyperspace for Formative Assessment and Inquiry Based Science Teaching</a><br>

Continuities

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Publication year

2022

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Article name in the collection

Fostering scientific citizenship in an uncertain world (Proceedings of ESERA 2021)

ISBN

978-972-8952-82-2

ISSN

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e-ISSN

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Number of pages

10

Pages from-to

845-854

Publisher name

CIEC, University of Minho

Place of publication

Braga

Event location

Braga

Event date

Aug 30, 2021

Type of event by nationality

WRD - Celosvětová akce

UT code for WoS article

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